Inner Foot Passing

University of the Pacific
Lesson Evaluation Rubric

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14{L"'a
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Teacher's
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ll ill
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(40 pointsper lesson)

Directions:Usethefollowingscaleto evaluate
thefollowinglessonelements.
0 : Thebehavior/criterion
wasnot presentandtherefore,wasof very poor quality.Thebehavior/criterion
wasnot presentandcouldnot achievethe intendedinstructionaleffect.
I : Thebehavior/criterion,
thoughpresent,wasof poor quality. Thebehavior/criterion
wasinsufhciently
developedto achievethe intendedinstructionaleffect.
2 : Thebehavior/criterion.
thoughpresent,
wasof averagequality.
3 = Thebehavior/criterion
wasof good quality.
4 : Thebehavior/criterion
wasof excellentquality.
wasdistinguished.
5 - Thebehavior/criterion
-?t
LessonPlan (Worth 10 Points)

l. All background
informationis included(i.e.,equipment,
name,date,objectives,
contingencies.,l
2. Lessonplancontainsrich descriptionoftasksandrelatedlearningactivities.
Evaluationof Teaching(Worth 15 Points)
9 4. TaskPresentation(instructions,COTS,demonstrations,etc..)
differentiatedfeedback,motivation,etc..)
5. Don't JustStandThere!(encouragement,
studentengagement)
6. LearningEnvironment(teacherengagement,
Reflection(Worth 15 Points)
(
)^
10.Reflectionis written in a critical,reflectiveandthoughtfulmanner.

guidelines
l. Address
reflection
| 2. OverallQuality
tl
--5-
Comments
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Strategy for Improvement:
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\{icroteachins LessonPlan: Soccer

Date:I ll12 11
LessonPlan
skill i
Pa:sing: lnner-foot
\ : ni3er . . f
S:-ldenL<:
Equipment:
5 soccerballs, l0 dome cones(5 colors x2), 10 poly spots

SHAPE Standards for PE
Sandards
\ddressed
X Motor Skills and Movement Forms (l)
CA Standards for PE
X Motor Skillsand \'lor ement
Forms (a)
X Movement Concepts(2)
_
_
Health RelatedFitness(bt
Health-RelatedFitness (3)
X Psycho-Social(c)
X Personal& Social Behavior (4)

Values
Affective: SWBAT demonstratedesirable
Lesson Objectives
qualities, such as engagementand
Ps1'chomotor:SWBAT to passa soccerball to a
partner. through a set of cones,with 80%oaccuracy. cooperation.for the duration ofthe lessonb1
being an active and effective group member.
i'
l )c ' c
t<.i
Cognitive: SWBAT to identiff and recitethe

COTS tbr inner-foot passingwith 90% accuracy.
/+f( Ai-
Health-relatedfitness: SWB actively engaged

in activit_vfor at least 50% of the lesson.
r,,
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Sat-et1considerations:Studentsneed to be arvareof Behavioral Contingencies: After one

*'arning. studentswill be askedto sit out if:
their surroundings.particularll rvith regardto
-thev are talking or not paying attention
incrrmingballs. If a studentisn't paf ing attention
during instruction
and a stral ball comesinto hisher area-she could
get
in_iured.Moreover.
-the1-aremishandling the equipment and
Flotentiall)stepon it and
creating an unproductive or unsafe learning
ensurethat mldens aren't inappropriatell kicking
environment.
the ball in an uncontrolled fashion as it could lead
to someonesettins hithurr
Communication
Prosession of
Ta-rli: - Time
Intro.luction:Set Good mornins er.en'one! Good to seeall of you again.
For those rvho don't remember,my name is Anthony.
inductitrnand
demt-,nr-tration
of
We're still learningand practicingthe skills that are
ta-sk
involr ed in the sport of soccer. Today, we're going to
over one of the most fundamental
of the
1.5min
SIIAPE standards2,
and CA standarda.
The goal of this task
is ensurethat the
students are
lr
j game, which is inner-foot passing. Passingis important

in soccer becausewe use it to advance the ball up the
fiel4 and to create holes in the defense.
competeflt m
identi$ing mt
reciting tre COTS
for inner-{ircr
passing lt's a.bp
to
passing
kicks
use
when
There are different types of
importam fsftem
the ball, such as kicking with the laces of your foo! or
with the outside of the foot. Today, though, we're going to knoq-th ruIes L-f
the gare and sta's
to practice kicking with the inside of the foot. And
expected of them- as
we're not just practicing the kick; we're practicing to
the activ$ is
make our passesaccurate.
designedto help
improve upon their
The cues for inner-foot passing are: step, inner foot
ability to keep their
and follow through. So you want to step with the
p:rssesaccurate aod
opposite foot that you'll be kicking with, you want to
under control.
rotate your kicking foot so that your toes are pointing
outward and ball contact is made with the inner-foot,
and you want to follow through toward your target.
Over in the activity space,you'll seefive setsof
different color cones. The object is for you and your
partner to accurately pass the ball back and forth to one
another while keeping the ball within the cones. (At this
point get a volunteer to help demonstrate both the cues,
and the activrty). Keep count of how many successful
passsyou and your partner make. And if it's too easy
and you want to challengeyourself a little more, ty
ite foot.
6,oL Dfr.'l
hcr,/+^fl.^rl
During the introductio-n,studentswitl be raldi"g orr a straightline facing the activif space.
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Communication
Progression
ofTasks Tim
Lsson Cor/
Comrnunication will be dependent on student
*-ltrough tre i comgehension,level of effort and level of performance.
GareProride errcouragement: Circle the activity space and
I motivate s0rdents by enthusiastically supporting the effort
2-5 min
I of thme wto are participating.
Proride feedback Give out general and specific feedback
to grdens qto are having difficulty with the task, but also
This task will

address SHAPE
standards1,2and4,
and CA standardsa
and c.
is to ensure that
students are active
engagedin the ta-.L

and that ther are
accuratelr
performingthe
COTS for inner-l-"r..i
tLr those $'ho are competent.
and
During activit\'. I will constantlybe circling the activity spaceand providing encouragement
groups
proficient
b1
that are highll'
reedback.I rvill also look tci extendthe task when necessaryto
creating a grcater distancebetweenthem, and by narrowing their "gate."
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t=
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Progression
of TasksTime
Lesson
Closure
"f
bo-at '\^4''{3\
Communication
Thank you everyone for putting forth so much effort today.

I realize that for some of you, this may have been a really
easy skill to grasp and perform, but it's an extremely
important skill in soccernonethelessthat cannot be
undervaluedor overlooked. To get real[- good at soccer,
thesefundamental skills needto be practiced over and over
and over again.
So, which group had the most successfulkicks back and
forth within their "gates?"
Okay, norv rvho can tell me the importance of passing in a
gameof soccer?(Answer: to move the ball dorvnfield,to
createspace.and to createholes in the defense) Good.
\ou,. rve talked about horv there are different lvpes of
kicks and passes-such as kicking s'ith the laces,or kicking
xith the outside of the foot. Todal'-.though. we practiced
inner-foot passing. Can an1'onetell me the cuesfor innerfoot passing? (Anss'er: step. inner-foot, follow through)
Goal Orientationor
Assessment
This task will
addressSIIAPE
standards2 and CA
standard a
is to question
students on the
volleyball bump and
behaviorsthat are
reflective of being a
sood teammate.
Good job everyone. Let's get rcady to head to your next

station.
ion
Srudentsu ill set back on the straightline they nere standingon when the lessonbegan.
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University of the Pacific

Lesson Evaluation Rubric

(40 pointsper lesson)

LessonPlan (Worth 10 Points)

10.Reflectionis written in a critical,reflectiveandthoughtfulmanner.

Strategy for Improvement:

\{icroteachins LessonPlan: Soccer

5 soccerballs, l0 dome cones(5 colors x2), 10 poly spots

X Motor Skills and Movement Forms (l)

X Personal& Social Behavior (4)

Cognitive: SWBAT to identiff and recitethe

Health-relatedfitness: SWB actively engaged

Sat-et1considerations:Studentsneed to be arvareof Behavioral Contingencies: After one

j game, which is inner-foot passing. Passingis important

This task will

engagedin the ta-.L

tLr those $'ho are competent.

Thank you everyone for putting forth so much effort today.

Good job everyone. Let's get rcady to head to your next

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